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DIVERSITY, EQUITY, AND INCLUSION

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By Shwetanaga Chakrabarty
08-Jun-21
Legalizing, institutionalizing, and legitimizing discrimination under the pretext of celebrating internationalism is a crime, writes the author. In her experience, as a woman of color, this crime was committed over and over until she lost her own voice. But not to worry--she found it again. ..more
By Kimberly Cullen
25-May-21
At two recent virtual gatherings of international educators, Kimberly Cullen and Debra Lane asked participants to describe the struggles that women leaders face in international K-12 schools and to identify what they are willing to start and stop doing to raise themselves and others up.  ..more
By Kim Cofino
25-May-21
Many Women Who Lead interviewees spoke of a competitive and tense zero-sum atmosphere around female leadership positions, as if there’s a pie and everyone has to frantically grab a piece because it’s in danger of running out. Here's the thing: it is not a pie. ..more
By Lindsay Kuhl, Jane Russell Valezy, & Esther Bettney
25-May-21
Teachers everywhere have repeatedly faced new and ongoing challenges over the past year as we have transitioned through various forms of learning. We have tried to ensure that multilingual students' voices are heard and that we provide a variety of options so all students can succeed. ..more
By Doline Ndorimana
12-May-21
A scent is natural and emanates from the environment. A perfume, on the other hand, is an artificial overlay that tends to create a mood yet doesn't linger long. In my experience, DEI work can tend to function like a perfume. What's in the air at your school? ..more
By Kimberly Cullen
27-Apr-21
Worldwide, it is clear that “teaching is frequently a female profession with men in charge.” Kim Cullen and her colleague Debra Lane have been thinking, writing, and talking publicly about the many struggles that women leaders in international K-12 schools face.  ..more
By Kim Cofino
27-Apr-21
Better understanding both the stereotypes and expectations you may face as a woman in pursuing a leadership role, and having some strategies to deal with them, may help you feel more confident in taking the next steps towards your dream job. ..more
By James Toney
27-Apr-21
James Toney doesn't want to talk about Chauvin's trial. All the same, this Black educator with a Black son of his own has generously and at personal cost laid out some of the many reasons why he's not up for talking. Are you listening? ..more
+ 2021
By Zenaida Cubbinz
13-Apr-21
The practice of wearing a hijab and abaya at international schools is not always viewed as being in keeping with the school’s “international” image, according to Zenaida Cubbinz, who also notes that hijabis tend to be hired to teach very specific subjects. ..more
By Kim Cofino
30-Mar-21
Although we may have the perception that there are more women moving into leadership roles in recent years, the data shows that is not the case. Kim Cofino explores the roots of this ongoing problem in international schools around the world.  ..more
By Kelly Owens
30-Mar-21
Service learning, according to Kelly Owens, is problematic in that it reinforces the “savior” mentality among students at international schools. A different approach, community-based engagement, shows them the importance of working together for the betterment of all. ..more
By Lily Chang
30-Mar-21
Lily Chang is wondering if the DEI movement is not perpetuating an Us vs. Them mentality. Is it not time, she argues, for us to move past skin color and simply discuss how we can all be more inclusive? ..more
By Rama Ndiaye
15-Mar-21
White people’s shame resilience can only strengthen if they are willing to move authentically through shame. This will happen when they hold each other accountable, break the barriers of white solidarity, and extend true empathy. ..more
By Joel Jr. Llaban
03-Mar-21
Courageous conversations centered on diversity, equity, inclusion, and justice may initially ignite denial about the different forms of oppression that are perpetuated in the international school sector, writes Joel Jr. Llaban. But what we need is to sustain that courage over time. ..more
By Ruth Poulsen
03-Mar-21
"These are international school teachers! They’ve lived all over the world—they're my people; they’re not supposed to be racist..." Ruth Poulsen considers the line between culture shock and racism, suggesting we ask four reflective questions and take up an additive lens. ..more
By Kim Cofino
03-Mar-21
Women in leadership positions often appear to have advanced steadily with intention along a clear path towards an ultimate goal. A dozen women leaders shared with Kim Cofino that the reality is often quite different. ..more
By Danau Tanu
16-Feb-21
“Racism” and “global citizenship” sound incompatible. This past year, however, we’ve been forced to acknowledge that systemic racism exists even within the international school ecosystem, where students unknowingly absorb the racial biases of a hidden curriculum. ..more
By Nayoung Weaver
16-Feb-21
Since international students are brought into tertiary education systems to diversify them, writes college counselor Nayoung Weaver, colleges should accordingly take responsibility and provide a supportive environment for these students rather than expect them to "orient." ..more
By Kim Cofino
02-Feb-21
We often view our leaders as having carefully crafted their careers from the outset. But there are as many paths to leadership as there are leaders. Each journey is unique, and as polished and successful as we perceive women in leadership roles to be, they didn’t all start out that way. ..more
By Esther Bettney & Jon Nordmeyer
02-Feb-21
In the past year, WIDA has partnered with a variety of researchers and practitioners to better understand how to support multilingual students, their teachers, and their schools in the midst of the ongoing COVID pandemic, and they have some ideas to share. ..more
By Joel Jr. Llaban
02-Feb-21
Joel Jr. Llaban shares an update on developments since a petition circulated recommending that all agencies and organizations involved in accrediting and evaluating international school quality worldwide include antiracism and antidiscrimination principles in their standards. ..more
By Bridget McNamer
19-Jan-21
Having coached over 30 women leaders in the past year as they’ve navigated the leadership search process, it strikes me that some of the same attributes that make so many women effective leaders stand as obstacles to their success in the search process. ..more
By CMRubinWorld
19-Jan-21
The Planet Classroom Network has launched its programming schedule with 28 cultural organizations committed to global programming. Young people from around the world played a significant role in conceptualizing, creating, & producing the network’s vision & programming.   ..more
By Jessica Huang
19-Jan-21
International educators of color shoulder the added burden of having to explain their multi-layered and complex identities, according to Jessica Huang. Entering this field, she was unprepared for the amount of microaggressions she would face. ..more
By Kenya J. Washington
19-Jan-21
As mindful educators, we understand the power of modeling attributes related to inclusivity that we hope to see our students embrace. On-going reflection and action towards further inclusion is essential as we look to create a culturally inclusive environment. ..more
By Mariana Castro and Christina Nelson
06-Jan-21
Critical reflection among educators is a central aspect of the effort to engage in advocacy and in the fight for social justice in international schools. Transforming our schools into sites of belonging means analyzing ingrained norms and rooting out exclusionary practices. ..more
By Kim Cofino
06-Jan-21
Many of us acknowledge that diversity in international schools is a foundational value. However, in practice, we rarely see that diversity reflected in our leadership positions. Kim Cofino has interviewed over 70 successful women in leadership and has come away with many insights. ..more
+ 2020
By Jessica Magagna
23-Dec-20
Last August, Search Associates sent a letter addressing its plans to become a more diverse, equitable, and inclusive organization. After conducting six listening circles, CEO Jessica Magagna reports on the learnings that will shape company strategy and actions moving forward. ..more
By Sherri Spelic
23-Dec-20
Drawing on observations from a vibrant life of learning through reading, writing, listening, and dialoging, Sherri Spelic asks us to rethink the world we are building for ourselves and our children in schools, in our communities, and in our societies. ..more
By Emily Meadows & Daniel Wickner
08-Dec-20
In an effort to improve antiracist practice, Emily Meadows and Daniel Wickner discuss intent in relation to impact and share a series of infographics that cover topics such as cultural appropriation, color blindness, microaggressions, white privilege, and more. ..more
By Yvette Santos Cuenco, LMSW
08-Dec-20
Yvette Cuenco shares highlights from her recent talk on Filipinx/Asian American history and allyship with the Black Lives Matter movement, presented at the November 2020 Association for International Educators and Leaders of Color and Women of Color in ELT conference. ..more
By Fiona Hopper
08-Dec-20
Decolonization work in schools begins, argues Fiona Hopper, with the kind of inquiry that questions assumptions about what makes a civilization. What if the measure of a civilization were not the size of its monuments or the power of its hierarchies but rather its sustainability? ..more
By Gordon Eldridge, TIE Columnist
11-Nov-20
As we make decisions about the kind of global citizens we hope our schools will produce, it is important to examine some of the beliefs and assumptions which underpin differing conceptions of what it means to be a global citizen. ..more
By Darnell Fine and Dana Watts
14-Oct-20
The Diversity Collaborative was born in 2017 to address the lack of diversity in international school leadership. Over the past three years, more than 600 educators from across the globe have signed on, committed to advancing the work of diversity, equity, inclusion, and justice. ..more
By By Anna Clara Fontoura Fernandes Reynolds & Xoài David
11-Nov-20
The Organisation to Decolonise International Schools held a webinar that brought together two alumni groups, Out For Solidarity (OFS) and #DoBetterDover from the Overseas Family School Singapore and the UWCSEA Dover Campus respectively. ..more
By Naima Thompson
24-Oct-20
After teaching drama and theater for more than 30 years in the international arena, Naima Thompson believes that all educators need to be asking themselves what deep-seated beliefs impact the way in which they engage with students and whether they are truly clear on where they stand in relation to such issues as anti-blackness and white fragility. ..more
By Jon Nordmeyer, TIE columnist
24-Oct-20
Two things worth rethinking in international schools are how we refer to multilingual learners and how we serve them. Terminology matters, and how we refer to students and programs can impact both identity and learning. ..more
Bobbi McDaniel became Director of the American International School of Monrovia in Liberia at the start of the 2020 school year. Briefly setting aside the many demands on her attention, she answered a few of our questions about stepping into this role in this era of uncertainty. ..more
By Ben Fishman
24-Oct-20
As global educators, we want our students to be open-minded, culturally aware, and to appreciate and celebrate diversity. But racism, discrimination, and various forms of bias impact us all. How can we prepare our students for positive encounters in a culturally diverse world? ..more
By Danau Tanu
14-Oct-20
When a child’s strongest language is different from that of her family, it can create a sense of cultural disconnection even into adulthood. Anthropologist Danau Tanu pursues her investigation of the racist structures at work within international schools. ..more
By Anne Keeling, ISC Research
15-Sep-20
A new report published by ISC Research and Next Frontier Inclusion describes inclusion practices and trends within the world’s international schools market. A total of 207 international schools from 69 countries were surveyed; students with learning needs are present in most. ..more
By Xoài David and Anna Clara Fontoura Fernandes Reynolds
03-Sep-20
The Organisation to Decolonise International Schools (ODIS) was launched in the summer of 2020 to address the ways in which global education systems were founded on colonial values, Western dominance and, inevitably, White Supremacy and racism—specifically anti-Blackness. ..more
By Daniel Wickner
03-Sep-20
Like other BIPOC individuals, Daniel Wickner feels as though he has earned a Ph.D. in Race and Culture, decades in the making. He uses that extensive knowledge and experience to support his students as they explore and construct their complex racial and cultural identities. ..more
By Jen Hardie
03-Sep-20
Reinforcement of the gender binary is present across the spectrum of school life, often hiding both in plain sight and in places we don’t always think to look. As educators, it is important that we learn to see how this binary can affect our students. ..more
By Heidi Dyck Hilty
15-Jul-20
Racism in international schools sounds like a misquote. There can’t be racism in international schools; it goes against everything we’re supposed to believe in, against everything we say we promote. And yet... ..more
By Douglas Unger
15-Jul-20
Teaching literature-in-translation, especially by contemporary writers, is one way to approach expanding diversity in both what and how students learn. This is one of the primary missions of Words Without Borders Campus. ..more
By Joel Jr Llaban
18-Jun-20
We have to name racism, call it out, and own up to our privilege and power. We have an opportunity here to structurally dismantle racism and shape the present and future of international education so that it is equitable, just, diverse, inclusive, and anti-racist. ..more
By Susana Thomas
18-Jun-20
It was incredible to work alongside people of color and to be seen for what we are and what we have to offer... It was magical while it lasted. I feared that penning such a candid account would result in my exclusion from the consideration of future employers. But we must. ..more
By Dr. Ashley Hazelwood, AIELOC Fellow & Kevin Simpson, AIELOC Founder
04-Jun-20
AIELOC calls on every stakeholder in international education to commit to action and to making our community more socially just. Now is the time for us to move beyond contrived statements and to assert action to solidify our collective identity. ..more
By Alysa Perreras
04-Jun-20
As educators, if we seek to be true accomplices in the work of dismantling injustice, our commitment must be intentional, urgent, and unapologetic. In the case of dismantling antiblackness within our schools, curriculums and classrooms, there is no time to waste. ..more
By Jennifer J. Beckwith, Ph. D.
04-Jun-20
If classes were currently in session in international classrooms, I can only imagine the compassion and awe-inspiring debate fueled by outrage over tyranny, by racial conflict, by diverse beliefs, and by a commitment to human equality that would send sparks flying. ..more
By Francis T Chapuredima
04-Jun-20
From an international educator point of view, I am very fortunate to have a chance to shape, educate, and challenge young minds. To help them realize that we are all human, and that hate and racism are taught! ..more
By Yvette Cuenco
04-Jun-20
I’ve thought deeply about the rage, sadness, and fear felt by my colleagues, friends, students, and loved ones who identify as Black People of Color. As a Filipino American, I've experienced racism and prejudice, but I can still enjoy everyday things without fearing for my own safety. ..more
By Edwina Leonard
04-Jun-20
As an educator, I pull from a deep reserve to soothe my students' shattered emotions and try to restore their perceptions of the hate being displayed in my country. But this black woman, this wife, this mother, this school counselor is deeply saddened. ..more
By Shwetangna Chakrabarty, TIE blogger
04-Jun-20
Sadly, international mindedness in today’s context only means diversity in the student body, not the teaching staff. I persevere to teach antiracism and international mindedness, even when I am a victim of racism and discrimination. ..more
By Seda Kocharyan
04-Jun-20
A reflection from Seda Kocharyan on the mysterious criteria that seem to inform certain hiring practices in the international education sector, both at schools and among recruiting agencies. Can we pierce this mystery? ..more
By Meadow Dibble, TIE Editor
04-Jun-20
The Association of International Educators and Leaders of Color has launched a campaign to engage the international education community in efforts to end the virulent anti-black racism and scapegoating endured by people of African descent in China over the past few weeks. ..more
By Gregory R. van Goidtsnoven
22-May-20
Learning a foreign language is not simply about understanding the vocabulary, and it requires much more than simply the ability to “pass.” These reductive perceptions don’t begin to take into account the complexity of systems at work in language development. ..more
By Bettina L. Love, University of Georgia
06-May-20
Asking educators to understand how racism functions in their classrooms and to fight for social justice when they have so many issues to tackle every day may sound counterproductive, but many of their students’ traumas are a direct result of oppressive systems and ideologies. ..more
Resources and Tools for Education in Diversity, Equity, and Inclusion. We invite all educators to add suggestions and we will update this list periodically. ..more
+ 2019
By Margaret Shibuya
01-Nov-19
International administrators take into consideration racism and sexism in their school environments and hiring practices as they make their decisions to retain or hire employees. But what about ageism? This form of discrimination has yet to be addressed. ..more
By Meadow Hilley, TIE Editor
03-Apr-19
Sheena Nabholz, Head of School at Lincoln Community School in Accra, Ghana, speaks with TIE Editor Meadow Hilley, reflecting on her path toward leadership and the importance of mentors for women of talent. ..more
By Shwetangna Chakrabarty
01-Feb-19
As an international school teacher, my biggest challenge is to cater to the needs of a diverse population of students from all over the world. At the same time, my greatest teaching asset is precisely the diversity of the student population! ..more
+ 2018
By Ettie Zilber
28-Nov-18
Host-country staff is sometimes overlooked in planning orientation programs. HCS all play vital roles in the school and need training and orientation in order to make sense of their interactions with foreigners within the community. ..more
By John L. Lyons
02-Nov-18
Cultural differences offer potent opportunities for building walls of separation or bridges of understanding between people. International schools--places of learning that by definition contain high levels of cultural diversity--should be in the business of building more bridges. ..more
By Natasha Warikoo, Harvard University
27-Sep-18
More and more students at Harvard are examining their admission files to try to understand how they got in. The U.S. government is also plans to examine the files as part of a discrimination case filed by 63 Asian- American groups. ..more
By Beckett Haight
19-Oct-18
International schools are quickly moving in the direction of ensuring broad support for students, wherever their needs may lie. Just because a student is in a college prep school or has been accepted to be full IB, doesn’t mean that staff won’t need to collaborate and co-plan. ..more
By Kathleen Naglee
20-Jun-18
We lead world-renowned schools with highly qualified staff, and accredited programs with U.S. State Department assistance. Yet, there were only three female heads of school in our region in academic years 2016–17, 2017–18. How is this still the case in educational leadership? ..more
By Lesley Tait
27-Sep-18
In September 2012, the American Cooperative School of Tunis (ACST) was confronted with a monumental challenge when protests erupted and attention moved from the U.S. embassy to the school. Over the past six years, the ACST community has sought to rebuild better. ..more
By Sara Griffith
13-Apr-18
In January 1944, Mrs. Liliana Segre was deported from Binario 21 of Milan’s Central Station to Auschwitz, along with more than 775 Italian children under the age of 14. Only 25 of those 775 children survived. Mrs. Segre was one of them. ..more

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The International Educator (TIE) is a non-profit organization committed to matching highly qualified educators with international schools around the world. For more than 30 years, TIE has been the most comprehensive service for securing a job in an international school. TIE is dedicated to advancing the highest professional teaching standards and promoting diversity, equity, and inclusion in the international school community.